PLAY
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PLAY SPACE GUIDE
–Creating valuable places to play and learn outdoors in Western Australian schools
“A playground should be
like a small-scale replica
of the world, with as many
as possible of the sensory
experiences to be found in
the world included in it.1”
Renowned New York Architect Richard
Dattner’s inspirational quote suggests that
a playground could be like an interpretive
trail of exploration and discovery. To achieve
this outcome in the school context we need
to be consultative, exercise creativity, and be
thoughtful. Above all, we need to see the world
through the eyes of the student’s.
There is growing momentum in Australia and
around the world to broaden our understanding
of the traditional ‘playground’ concept. For this
reason the term ‘play space’ is suggested, as it
incorporates a greater range of play experiences
that might be suitable for students. For instance,
gardens, art, music pieces, places to socially
interact and outdoor classrooms may be included
within any play space. A broader notion of
‘play spaces’ also recognises the valuable way
in which play contributes to child development
and learning outcomes. Supporting a broader
range of play experiences also complements and
extends the classroom learning environment.
Best practice play spaces provide contact
with nature, stimulate students’ creativity and
imagination, and encourage ‘active play.’ As
much as play spaces need to be safe they also
need to be challenging for students. For some
practitioners, this may present a dilemma, but
it need not. There is plenty of support available
This play space features an outdoor classroom at Redcliffe Primary School (photo courtesy of Nature Play WA).
1
Dattner, R. (1969). In Design for Play (p. 44). Cambridge: MIT Press.
2 | Play Space Guide
This play space makes use of natural features and materials. It has
been built by a landscape designer. For more information contact
Nature Play WA (photo courtesy of St Stephens School-Early
Learning Centre, Duncraig).
to assist schools to achieve the balance. The
purpose of this Guide is to advise principals,
teachers, parents and citizens committees, and
school boards of the latest research and ideas
that may assist schools to build the “best play
spaces” that support the development needs
of their students and compliment learning
outcomes.
A play space may be nature based, use
prefabricated equipment or incorporate elements
of both. With mounting research indicating the
benefits of natural elements for children, and
evidence that children desire play in natural
areas2, schools are encouraged to incorporate
nature into their play space design as much as
possible3.
The purpose of this Guide
is to advise principals,
teachers, parents and
citizens committees, and
school boards of the latest
research and ideas that
may assist schools to build
the “best play spaces” that
support the development
needs of their students
and compliment learning
outcomes.
Martin K and Wood L (2013 (in Press)). ‘We live here too’… what makes a child
friendly neighbourhood? Wellbeing and the Environment. Cooper R, Wood G
and Burton E, Wiley-Blackwell publishing.
2
3
Read more about the research behind the differences between the two forms
of play spaces at the website: http://www.naturalplaygrounds.com/research.
php.
Play Space Guide | 3
This tepee tent functions as a play space and a classroom. It is centrally located to the school and incorporates a vegetable garden
(photo courtesy of Singleton Primary School).
Best practice play spaces
As well as the value of play itself, play
spaces provide important learning opportunities
for students. A compelling body of evidence4
has shown that through play in nature, children
improve cognitively, emotionally, socially,
physically and behaviourally. Furthermore,
research4 identifies that play and learning are
inseparable dimensions particularly in early
schooling years and that teachers achieve the
best educational results when they focus on
supporting children’s play.
The Early Years Learning Framework for children
from birth to five years of age emphasises the
need for a ‘play based learning context’, with a
focus on the natural environment (Outcomes
2,3 and 4), so that children may learn about the
social world5.
4
Martin, K. (2010). Putting Nature back into Nurture: The Benefits of Nature for
Children. Perth, Western Australia, Department of Sport and Recreation, The
Government of Western Australia.
4 | Play Space Guide
Proactively providing opportunities to play
in nature is more critical than it was for past
generations of children, as their opportunity to
do so spontaneously has diminished in the face
of more built up suburbs, manicured parks and
backyards, restricted freedom to roam within
their neighbourhood, and greater time spent in
sedentary and indoor activity6.
Details of the Early Years Learning Framework are available from the
Australian Government’s, Department of Education, Employment and
Workplace Relations website: http://deewr.gov.au/early-years-learningframework. For information on the outcomes refer to the key document
Belonging, Being & Becoming-The Early Years Learning Framework for Australia.
5
6
Martin, K. and L. Wood. “‘We Live Here Too’…. What Makes a Child Friendly
Neighbourhood?” In Wellbeing: A Complete Reference Guide. , edited by Rachel
Davies-Cooper and Cary Cooper Elizabeth Burton: Wiley-Blackwell publishing,
2013 (in press).
A compelling body of
evidence4 has shown
that through play in
nature, children improve
cognitively, emotionally,
socially, physically and
behaviourally.
Beyond the early years, play and outdoor
environments are still vitally important for
students across the primary school years. An
outdoor play space can become part of the
teaching environment for a range of Australian
Curriculum outcomes, including personal and
social competence, literacy and numeracy, critical
and creative thinking, ethical behaviour and
intercultural understanding, as well as the cross
curriculum priority of sustainability. As students
transition into adolescence and high school the
nature of play changes, but is still an important
part of development, and older students also
benefit from outdoor environments in which they
can be exposed to nature, participate in physical
activity, socialize with peers or undertake
learning activities in a different setting.
and problem solving, as well as contact and
interaction with nature. Accumulating evidence
points to the health and developmental benefits
of contact with nature, such as improved
cognitive function, increased creativity, improved
interaction with adults, reduced attention deficit
hyperactivity disorder symptoms and reduced
rates of aggression8. In summary, a good play
space can achieve so much!
Play spaces also provide
environments for students
to gain two hours of
physical activity per
week during class time
as mandated by the
Department of Education in
Western Australia.
Play spaces also foster physical movement
which results in many benefits for students.
According to the draft Australian Curriculum:
Health and Physical Education7 paper “Movement
is a powerful medium for learning through
which students can acquire, practice and refine
personal, interpersonal, behavioural, social and
cognitive skills”.
Play spaces also provide environments for
students to gain two hours of physical activity
per week during class time as mandated by the
Department of Education in Western Australia.
Researchers from the University of Western
Australia’s Centre for the Built Environment and
Health have summarised the evidence describing
elements of a good play space8. This includes
creating environments that encourage physical
activity, social interaction, creativity, imagination
7
Details of the draft Australian Curriculum: Health and Physical Education
Foundation to Year 10 (Dec 2012) are available on the Australian Curriculum
website: www.australiancurriculum.edu.au.
8
A report summarising the benefits of nature for children can be found on the
Centre for the Built Environment and Health website:
http://www.sph.uwa.edu.au/research/cbeh/projects/childsplay.
Play Space Guide | 5
Where to start
Research shows that play spaces
designed by adults for students may not be
as interesting or stimulating as they could be9.
Adults often lose the art of play, and see the
world differently. The best way to find out about
a “good play space” is to talk to students about
their experiences, about what works and what
doesn’t, and observe how they like to play.
It is important students are involved in the
planning, design and implementation of any
play space. This will help to foster stewardship
for the play space. Teachers from the different
years of learning can also provide advice about
their play space objectives. A play space can
function as a learning space or as an extension of
the classroom. Getting ideas from other schools
and pictures of play spaces may also help. Case
studies about innovative play spaces developed
at other schools may also be useful - links are
available at the end of this Guide.
The best way to find out
about a “good play space”
is to talk to students about
their experiences, about
what works and what
doesn’t, and observe how
they like to play.
Community involvement has the potential to
enhance the play space and helps to build a
sense of ownership and commitment toward the
school. This process may involve talking with
parents, the local parents and citizens committee,
or your local government representatives. Parent,
community or local business donations of help or
materials can also be a great asset when budgets
are tight.
9
Martin K and Wood L (2013 (in Press). ‘We live here too’… what makes a child
friendly neighbourhood? Wellbeing and the Environment. Cooper R, Wood G
and Burton E, Wiley-Blackwell publishing.
Everyone has an idea of what makes a good play space. Please talk with your clients
(photo courtesy of St Stephen’s School- Early Learning Centre, Duncraig).
6 | Play Space Guide
Students helped to create this mosaic. Notice the student looking
through the tube and the student looking through the window.
These are simple exploration ideas, yet they provide many hours
of fun for students (photo courtesy of St Francis Xavier Primary
School, Geraldton).
Give it some thought
Thoughtful planning results in better
play spaces that are exciting, aesthetically
pleasing and engaging for students, and can
enhance links to learning areas (e.g. landscaping
with a sensory garden or plants native to the
area).
When developing a play
space it is necessary to
get a ‘feel’ for the project
site and to look for ways
to make the most of
the existing space and
landscape.
When planning the project, breaking down
the scope of the work into stages assists with
development. This will help to identify the major
tasks that make up the collective whole.
The design component phase of the project
can be time consuming and needs to include
consultation with students, staff, parents,
gardeners and other people that the play space
will impact upon. When developing a play space
it is necessary to get a ‘feel’ for the project site
and to look for ways to make the most of the
existing space and landscape (for example,
retaining slopes, incorporating existing trees and
plants into the design).
Although the design is important, “over
designing” the play space can take away the
opportunity for students to engage in creative
play and discovery. Play spaces are primarily for
play and to be fun.
Play Space Guide | 7
These students have modified their own play space to suit their needs. Some
materials can be sourced easily and cheaply and come with high play value (photo
courtesy of St. Stephens School-Early Learning Centre, Duncraig).
In some cases it may be worthwhile to appoint
a project manager to oversee the development
of the play space. A project manager has good
communication, conceptual and analytical
skills. This person needs to have passion for the
work, and the ability to ‘get things done’ in a
consultative and logical manner. This could be,
for example, a member of staff or a member of
the parents and citizens’ committee.
Project management need not be complicated.
It is a simple process that involves planning,
implementation and review stages. In the first
instance, the project manager should establish
the scope of the work to be done. This will be
informed by a design concept, the available
resources, the budget and the time frame.
Developing routine maintenance inspections and
strategies at this development phase will assist
with the future success of the play space.
8 | Play Space Guide
Although the design is
important, “over designing”
the play space can take
away the opportunity for
students to engage in
creative play and discovery.
Play spaces are primarily for
play and to be fun.
Innovation
There are many play space options, and
no need to limit choices. While it may seem
easier to select playground equipment from a
catalogue, it pays to research the options, and
get some design ideas that may be more suited
to the school’s needs.
Having a bold and ‘unique’
play space is becoming a
marketing asset for schools.
burden or alternatively introducing completely
new ideas may be easier. Having a bold and
‘unique’ play space is becoming a marketing
asset for schools.
Play spaces need not be cost prohibitive. By
using recycled materials, in-kind labour and by
implementing simple play space designs, the
overall cost of the play space can be minimised.
For instance, sand is a cheap form of soft fall and
a great play medium. Immediate costs can be
reduced by staging the project over time.
The latest research provides examples of
innovative play spaces. Borrowing ideas from
others (including other schools or innovative
elements seen at parks) can reduce the design
Students play musical instruments and listen to the sound in this play space
(photo courtesy of Mullaloo Community Kindergarten, Mullaloo).
Play Space Guide | 9
Students are enjoying each
other’s company in this play
space, which incorporates
a garden (photo courtesy
of Mullaloo Community
Kindergarten, Mullaloo).
Some layout and design tips
The design and layout of the play space
needs to be considered within the school
context and environment. There are varying
age groups and capabilities amongst primary
school students, with different requirements
and preferences. By offering a wide range of
activities, it is possible to meet these different
needs. This can be more easily achieved through
play spaces that are open-ended and can be
modified by students. Different play spaces can
be integrated through connecting pathways,
trails, or a recurrent theme, so that students do
not feel isolated.
There are varying age
groups and capabilities
amongst primary school
students, with different
requirements and
preferences. By offering a
wide range of activities, it
is possible to meet these
different needs.
10 | Play Space Guide
The best play spaces remain relevant over time
and are changeable, where students continue
to use and enjoy them, and are able to play
imaginatively and interactively. This could be
achieved by providing loose materials (e.g. for
building cubbies), and adding new features (e.g.
new paths or stepping stones, a dry creek bed) or
introducing new stages to the play space to keep
it fresh and creative.
The location of the play space in relation to the
school is important. For instance connection
between the play space and the classroom,
toilets, oval and other facilities helps to build a
cohesive environment.
A play space also has the potential to enhance
the ‘community experience’. Linking to local
community gardens, the recreation centre or
parent meeting areas (e.g. via pathways, trails,
plantings etc) is a strategy that can promote
community connection. It is important that the
play space design is based on sound, socially
responsible principles with an aim to enhance
rather than take from the environmental
This play space at Maidens Park Primary School, Bunbury, makes use of the tree trunks for shade and function
(photo courtesy of Nature Play WA).
and social values of the play area10.
The schools’ surrounding physical and cultural
landscape provides many opportunities for
play space development. Play spaces should be
integrated into the environment, and borrow
elements from it, to enhance the students
experience.11
Schools may seek professional assistance or
chose to complete the play space design task.
There are now a growing number of designers
who can work with schools to develop nature
based creative play spaces – a list of these can
be found on the Nature Play WA website. Other
schools have parents with skills in landscaping, or
play space design that may assist with ideas or
drawings for a design concept.
The best play spaces
remain relevant over time
and are changeable, where
students continue to use
and enjoy them, and are
able to play imaginatively
and interactively.
For more information visit the Australian Sustainable Schools Initiative-WA
website: www.det.wa.edu.au/curriculumsupport/sustainableschools.
10
This building has been colorfully decorated to add to the
attraction of the play space
(photo courtesy of Kathleen Day Playgroup, Kalgoorlie).
For more information visit the City of Swan Play Space Strategy on the
website: swan.wa.gov.au/Our_City/Corporate_Publications/City_Plans_and_
Strategies.
11
Play Space Guide | 11
Students have temporarily decorated these poles adding colour
and vibrancy. It is important that students have the opportunity
to be creative and modify their play areas as they want. Note
the woodchip materials used as soft fall (photo courtesy of
Quintilian Early Learning Centre, Claremont).
There are so many ways to make furniture attractive and fun
(photo courtesy of Harmony Primary School, Bertram).
Apply the necessary standards
There are a number of State and
Australian Government standards that
apply to play spaces. It is important that these
are considered and applied as appropriate;
however, schools need not be overwhelmed.
Risk aversion needs to be balanced with the
essential need for play to incorporate challenges
and child development needs. Play spaces need
to offer challenges as well as adhering to safety
standards.
Following is a sample of standards that may
apply but by no means is it an exhaustive list:
• Australian Standards for Playgrounds12
(www.standards.org); and
12
As noted on the WA Kidsafe website, “the Australian Standards for
playgrounds recognise that children need opportunities to experience risk and
challenge in playgrounds” http://www.kidsafewa.com.au/playgroundhazards.
html.
12 | Play Space Guide
• the Guide to the National Quality Standards
(http://acecqa.gov.au).
(It is pertinent to note that many of the standards
relate to prefabricated playground equipment.)
There are various measures to address safety.
Aside from good play space design, high quality
construction standards and regular maintenance,
schools should also ensure that younger students
are adequately supervised, as appropriate.
Risk aversion needs to be
balanced with the essential
need for play to incorporate
challenges and child
development needs.
This play space uses barriers above a certain height to reduce the
incidence of falls and the sand provides a soft fall surface
(photo courtesy of St Francis Xavier Primary School, Geraldton).
Find out more
Nature Play WA is a not-for-profit
organisation dedicated to making unstructured
outdoor play a normal part of every WA child’s
life, so they can develop into resilient, healthy
and creative members of the community. Nature
Play WA offers advice on nature playgrounds and
has a list of schools that have built nature based
play areas.13 There is also a list of playground
designers.14
Child’s Play is a research project grounded in the
‘real world’ being undertaken at the University
of Western Australia’s Centre for the Built
Environment and Health (CBEH). The research
focuses on the importance of play and nature
for children and young people, and looks at how
play opportunities can be enhanced in parks,
schools and communities. The resource entitled
What makes a good play area for children is a
useful resource for decision makers prior to
developing play spaces. CBEH have also prepared
severalcase studies on play spaces.15
The Building Spaces and Places for Children and
Young People is an excellent resource released by
the Commission for Children and Young People,
which may assist with the design process of your
play space.16
The research focuses on
the importance of play and
nature for children and
young people, and looks
at how play opportunities
can be enhanced in parks,
schools and communities.
In Western Australia the not for profit
organisation Kidsafe offers a playground advisory
service (specialising in natural play areas) to
schools. The aim of the service is to “help create
and maintain play spaces that support children’s
development, learning, health and well-being
while reducing the risk of serious injury”.
These case studies are available on the website:
http://www.natureplaywa.org.au/case-studies.
13
14
For more information visit the website:
http://www.natureplaywa.org.au/designers.
15
For more information visit the website: http://www. sph.uwa.edu.au/research/
cbeh/projects/childsplay.
16
For more information visit the Commissioner for Children and Young People
website: http://www.ccyp.wa.gov.au.
Play Space Guide | 13
There is a lot of helpful information for planning
play spaces on the Kidsafe website:
www.kidsafewa.com.au, or schools can discuss
their proposals with the Kidsafe advisors.
The aim of the service is to
“help create and maintain
play spaces that support
children’s development,
learning, health and wellbeing while reducing the
risk of serious injury”.
There are a growing number of more innovative
or natural play areas in parks throughout Western
Australia. A visit to these may provide some
ideas, and/or a discussion with the planners
may provide some insight into the planning and
construction process for play areas. The Botanic
These students have their own private space. A key design
element for play spaces is some quiet areas, nooks and crannies
(photo courtesy of Quintilian Primary School, Claremont).
14 | Play Space Guide
Gardens and Parks Authority website:
http://www.bgpa.wa.gov.au/ provides information
on Rio Tinto Naturescape in Kings Park.
Other play areas that may provide inspiration
include the new Woodbridge Riverside play
space, the Kadidjini Park in the City of Melville
and the new nature based play space in
Swanbourne, which is a good example of what
can be done in a relatively small space. By no
means is this an exhaustive list and there are
other nature based examples elsewhere.
The connection between outdoor play and the
early years of learning in the United Kingdom can
be explored on the website: admiralplay.co.uk/
education-earlyyears.html.
This play space uses natural materials to create a rustic feel,
yet manages to incorporate the necessary safety features
(photo courtesy of Quintilian Primary School, Claremont).
There are a growing
number of more innovative
or natural play areas in
parks throughout Western
Australia. A visit to these
may provide some ideas,
and/or a discussion with the
planners may provide some
insight into the planning
and construction process
for play areas.
A recently released study examining the effects
of nature based experiences on creativity and
problem solving amongst hikers in the United
States of America provides valuable information.
Visit the website: www.plosone.org and enter
the article code e51474 to read, “Creativity in
the Wild: Improving Creative Reasoning through
Immersion in Natural Settings”.
To find out more about the lessons learned
from students on play spaces visit the website:
propertyobserver.com.au/design/brooks-reachestate-developer-gets-playground-lesson-fromschool-kids.
Play Space Guide | 15
Photo courtesy of Kathleen Day Playgroup, Kalgoorlie.
Acknowledgements
This Guide is a collaboration between The University of Western Australia’s Centre for the Built
Environment and Health and various schools from the public, Catholic and independent sectors. It
showcases elements of best practice play spaces designed to suit the needs of schools in Western
Australia.
The principles of good play spaces and examples provided in this guide were drawn from a review of
evidence undertaken by the Centre for the Built Environment, The University of Western Australia.
Written permission was obtained for all photographs contained within this document.
16 | Play Space Guide